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当前川南片区服装行业批发商物流成本高、利润低微。从管理、成本、收益和毒展空间四个方面比较服装批发商单独配送、联合配送及第三方共同配送三种模式的优缺点,得出：第三方共同配送物流模式是最佳运行模式。 相似文献
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连锁经营企业物流配送模式分析 总被引：1，自引：0，他引：1
钱莹 《深圳信息职业技术学院学报》2012,10(2):92-96
物流配送合理化是连锁经营企业供应链战略的核心问题之一。配送功能完成质量及服务水平,直观体现了连锁企业物流系统对客户需求的满足程度。对于整个连锁企业来说,要保证利润最大化,需选择合适的配送模式,本文根据连锁经营企业特有的供应链组织结构和作业流程,将连锁经营企业的配送模式归纳为三种,并对比分析三种配送模式的优劣势,以选取典型案例来分析三种配送模式的选择,旨在为连锁企业选择最适合的配送模式提供参考建议。 相似文献
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李方峻 《武汉职业技术学院学报》2013,12(1):56-58
连锁零售企业物流常用的运作模式有生产企业或供应商直接配送模式、连锁零售企业自营配送模式、第三方物流配送模式和共同配送模式,这四种配送模式各有特色。供应链管理对连锁零售企业有着极为重要的作用,基于供应链管理的连锁零售物流模式是一个很好的选择。 相似文献
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随着电子商务的飞速发展,电子商务最后一公里配送收货模式逐渐成为影响消费者网购体验的关键因素。在分析了目前国内外电子商务最后一公里配送的收货模式后,从技术层面、市场需求和投资回报三个方面深入比较了七种具体收货模式在国内电子商务最后一公里配送中应用的可行性;最后,给出了七种收货模式的得分排序,并预测出电子商务最后一公里配送的收货模式在国内的发展趋势。 相似文献
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周丽 《济南职业学院学报》2015,(1):99-100
在我国,中小电子商务企业首选的配送模式就是第三方物流。本文首先介绍了国内外电子商务物流发展的状况,然后重点讨论了第三方物流模式的优缺点,为企业选择这种配送模式提供了理论依据。 相似文献
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以广东石油化工学院校园快递为研究对象,从学校,学生和快递企业这三个不同的角度进行研究,发现在快递配送过程中存在的诸多问题,例如阻碍交通、影响校园形象、快递服务质量偏低、配送成本高等。针对这些配送问题提出相应的优化对策,结合该学校的实际情况提出共同配送的配送模式,并对其可行性进行详细分析。 相似文献
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本文分析了物流配送在电子商务中的重要作用,介绍了目前几种常见的物流配送模式,并分析了几种配送模式的优缺点,以及各自的适用情况,对电子商务企业配送模式的选择提出了自己的建议. 相似文献
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Arthur Ingram 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):39-44
The paper examines the management of student ‐ centred learning in a human resource management undergraduate module with a hospitality industry focus. It outlines the educational aims, approaches to the management of delivery, assessment and monitoring issues of attempts to foster the deep learning capabilities of management students about to embark on their careers. The case for wide application of syndicates, dialogue and team ‐ working to in‐house training and development across the educational\training spectrum can be made. Tips, guidelines, reservations and applications are listed to help hospitality trainers customise the general approach to suit their own needs. Some of the advantages claimed are that individual learners can draw upon a structure of learning resources which can help ground their work and so alleviate anxiety, leaving the learners to pursue their own learning goals, show competence and enjoy the process of learning for its own value. 相似文献
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Anne Chick Emmanuel Etsename 《The International Journal of Art & Design Education》2019,38(1):110-124
This research was a co‐creation and co‐assessment exercise between the researchers, participating printmaking and weaving academics and their students in a Nigerian university. The poor technical resources and increasingly large student groups in the design department, which severely hampers the delivery of an effective education, were addressed. The academics were supported to learn how to create their own instructional videos for their students, demonstrating identified designer‐maker skills and how to use required equipment. These academics are now empowered and have the knowledge to produce their own instructional videos without professional assistance. This is also irrespective of their previous experiences of using video equipment and developing video content. 相似文献
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Charles H. M. Beck Thomas J. S. Huh Dave G. Mumby Marian E. Fundytus 《Learning & behavior》1989,17(1):49-62
Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking. 相似文献
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Abstract Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy. 相似文献
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In this article, we describe some of our purposes and processes when introducing consultation as a comprehensive model of service delivery to course members in their programme of initial professional education. We also note some of the impacts from this model, both in the course modules and the placement experiences. While it is written from the perspective of course tutors, we hope that this account may trigger useful thoughts for readers-about their own initial training, about their current model of practice, about their current professional development or even their current contribution to initial training. 相似文献
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Paul B. McKimmy 《TechTrends》2004,49(1):20-23
Conclusions Technology-mediated delivery strategies have recently proved successful for the University of Hawai’i-Manoa’s College of Education.
The success of these strategies is manifested by programs enrolled to capacity, the financial stability of these programs
and the establishment of a consistent schedule of offerings. It is, however, clearly a challenge for students to become comfortable
with technology-mediated instruction. Hawai’i students have risen to the challenge, expressing appreciation for support structures
such as a technology orientation and troubleshooting support. Based on students’ reflections, they view the challenge of increasing
their own technology literacy as one that benefits their future teaching endeavors.
While technology-mediated delivery changes the level of direct social interaction within the programs, students appear to
appreciate the flexibility it provides. They also value the improved access to programs that such delivery has provided to
Hawai’ is neighboring islands. Student feedback and reflection confirms that the College has improved its ability to serve
the island state of Hawaii and affirms technologymediated delivery as an appropriate solution for addressing geographical
challenges. These reflections should encourage the College’s continued exploration of new strategies for technology-mediated
delivery. 相似文献
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Andrew Bourelle Tiffany Bourelle Natasha Jones 《Technical Communication Quarterly》2015,24(4):306-327
The authors provide a robust framework for using rhetorical foundations to teach multimodality in technical communication, describing a pedagogical approach wherein students consider the rhetorical canons—invention, arrangement, style, delivery, and memory—when developing texts beyond print. Students learn to assess their own work, reflecting on how each canon contributed to the rhetorical effectiveness of their multimodal projects. The authors argue for using the canons as a rhetorical foundation for helping students understand technical communication in the digital age. 相似文献
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《Ethnography and Education》2013,8(3):333-344
Although standards and accountability continue to be at the centre of education policy in England, there has been a shift in emphasis encouraging practitioners to take ownership of and deliver a broader curriculum. This article explores specific projects in one primary school that highlight the way in which staff are embracing, extending and appropriating policy within their own setting. While standards and accountability are still firmly controlled by government policy-makers, the case study demonstrates that practitioners can use their agency to make innovative input into the curriculum and its delivery at grass-roots level. 相似文献
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M. Meghan Davidson 《Journal of Career Development》2001,27(3):217-228
Increasingly, career centers on university and college campuses are making use of the World Wide Web to help their users with a myriad of career related needs. This technological service delivery mode has many advantages that will be briefly reviewed in this article. As well, a computer emphasis has the potential for drastically changing career centers as we know them: their traffic patterns, staffing needs, resource procurement, and perhaps most importantly, their outcomes in the lives of the students who make use of them. This article discusses these changes and through a review of seven critical issues, challenges the reader to closely examine the implications for technology within their own career centers. 相似文献
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Brenda Spotton Visano 《Critical Studies in Education》2019,60(3):321-339
Both the dominant narrative in the economics discipline and the predominant mode of delivery of an economics education in colleges and universities mutually reinforce the authority of neoliberalism. This paper argues that a counterhegemonic pedagogy in addition to a pluralist curriculum equips students with the knowledge they need to exercise their own judgment as future economists, business leaders and policy makers. Beyond opening discussions of alternative theoretical and methodological approaches or separately, diversifying modes of delivery to promote critical thinking, an economics education engaging critical pedagogy can create the space students need to discuss not only the different assumptions about material relations and individual behavior intrinsic to various economic models, but also the assumed social relations in both the models studied and the construction of which knowledge defines economics as a field of study. 相似文献